U.S. Department of EducationNovember 2002September 2003
2003-2004 No Child Left Behind—Blue Ribbon Schools Program
Cover Sheet
Name of Principal Mrs. Mary Beth Kropp
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Foulks Ranch Elementary School
(As it should appear in the official records)
School Mailing Address 6211 Laguna Park Drive
(If address is P.O. Box, also include street address)
Elk GroveCalifornia 95758-4852
City State Zip Code+4 (9 digits total)
Tel. ( 916 ) 684-8177Fax ( 916 ) 684-0533
Website/URL E-mail
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date February 6, 2004
(Principal’s Signature)
Name of Superintendent Mr. Dave Gordon
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name: Elk Grove Unified School DistrictTel. (916 )686-7700
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date: February 6, 2004
(Superintendent’s Signature)
Name of School Board
President/Chairperson Mrs. Priscilla Cox
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date February 6, 2004
(School Board President’s/Chairperson’s Signature)
PART I ELIGIBILITY CERTIFICATION
The signatures on the first page of this application certify that each of the statements below concerning the school's eligibility and compliance with U.S. Department of Education, Office of Civil Rights (OCR) requirements is true and correct.
- The school has some configuration that includes grades K-12. (Schools with one principal, even K-12 schools, must apply as an entire school.)
- The school has not been in school improvement status or been identified by the state as "persistently dangerous" within the last two years. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2003-2004 school year.
- If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.
- The school has been in existence for five full years, that is, from at least September 1998.
- The nominated school or district is not refusing the OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide compliance review.
- The OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if the OCR has accepted a corrective action plan from the district to remedy the violation.
- The U.S. Department of Justice does not have a pending suit alleging that the nominated school, or the school district as a whole, has violated one or more of the civil rights statutes or the Constitution's equal protection clause.
- There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II DEMOGRAPHIC DATA
All data are the most recent year available.
DISTRICT (Questions 12 not applicable to private schools)
1.Number of schools in the district: 33 Elementary schools
6 Middle schools
_____ Junior high schools
6 High schools
10 Other (Briefly explain)
Preschools, Continuation High Schools Community Schools, Correctional Center School
55 TOTAL
2.District Per Pupil Expenditure: $6,707
Average State Per Pupil Expenditure: $6,719
SCHOOL (To be completed by all schools)
3.Category that best describes the area where the school is located:
[ ]Urban or large central city
[ ]Suburban school with characteristics typical of an urban area
[X ]Suburban
[ ]Small city or town in a rural area
[ ]Rural
4.4 Number of years the principal has been in her/his position at this school.
If fewer than three years, how long was the previous principal at this school?
5.Number of students enrolled at each grade level or its equivalent in applying school:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalK / 86 / 70 / 156 / 7
1 / 85 / 64 / 149 / 8
2 / 83 / 77 / 160 / 9
3 / 92 / 68 / 160 / 10
4 / 85 / 75 / 160 / 11
5 / 85 / 85 / 170 / 12
6 / 92 / 78 / 170 / Other
TOTAL STUDENTS IN THE APPLYING SCHOOL / 1125
6.Racial/ethnic composition of61.6 % White
the students in the school: 9.6 % Black or African American
13.3 % Hispanic or Latino
14.6 % Asian/Pacific Islander/Filipino
0.9 % American Indian/Alaskan Native
100% Total
7.Student turnover, or mobility rate, during the past year: 12%
(This rate includes the total number of students who transferred to or from different schools between October 1 and the end of the school year, divided by the total number of students in the school as of October 1, multiplied by 100.)
(1) / Number of students who transferred to the school after October 1 until the end of the year. / 81(2) / Number of students who transferred from the school after October 1 until the end of the year. / 56
(3) / Subtotal of all transferred students [sum of rows (1) and (2)] / 137
(4) / Total number of students in the school as of October 1 / 1,116
(5) / Subtotal in row (3) divided by total in row (4) / .1227
(6) / Amount in row (5) multiplied by 100 / 12.28
8.Limited English Proficient students in the school: 6%
67 Total Number Limited English Proficient
Number of languages represented: 17
Specify languages: Spanish, Vietnamese, Hmong, Cantonese, Punjabi, Hindi, Filipino, Farsi, Urdu, Arabic, Korean, Mandarin, Japanese, German, Italian, Somali, Telugu
9.Students eligible for free/reduced-priced meals: 8 %
89 Total Number Students Who Qualify
If this method does not produce a reasonably accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported lunch program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10.Students receiving special education services: 7 %
75 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
6 Autism1 Orthopedic Impairment
____Deafness3 Other Health Impaired
____Deaf-Blindness36 Specific Learning Disability
____Hearing Impairment26 Speech or Language Impairment
3 Mental Retardation____Traumatic Brain Injury
____Multiple Disabilities____Visual Impairment Including Blindness
- Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-timePart-Time
Administrator(s) 2 ______
Classroom teachers 44 6
Special resource teachers/specialists 8 2
(Special Education + Specialists)
Paraprofessionals______15
Support staff 6 4
Total number 60 28
12.Average school student-“classroom teacher” ratio:20:1 in Grades K-3; 34:1 in Grades 4-6
13.Show the attendance patterns of teachers and students as a percentage. The student dropout rate is defined by the state. The student drop-off rate is the difference between the number of entering students and the number of exiting students from the same cohort. (From the same cohort, subtract the number of exiting students from the number of entering students; divide that number by the number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in 100 words or fewer any major discrepancy between the dropout rate and the drop-off rate. (Only middle and high schools need to supply dropout rates and only high schools need to supply drop-off rates.)
2002-2003 / 2001-2002 / 2000-2001 / 1999-2000 / 1998-1999Daily student attendance / 96.31 / 96.13 / 96.23 / 96.75 / 96.38
Daily teacher attendance / 97% / 97.5% / 97% / 97% / N/A
Teacher turnover rate / 2% / 4% / 8% / 20% / 8%
Student dropout rate / N/A / N/A / N/A / N/A / N/A
Student drop-off rate / N/A / N/A / N/A / N/A / N/A
PART III SUMMARY
Foulks Ranch Elementary School
Foulks Ranch Elementary School is a large year round school located just south of Sacramento, CA in the community of Elk Grove. In 2001, Foulks Ranch staff and families crafted a mission statement reflecting the atmosphere that enfolds our 1120 students each day. Simply:
The Foulks Ranch community, consisting of students, staff, and families, has the shared responsibility to:
Instill essential skills necessary for EACH student to experience academic and social success,
Provide a safe and nurturing environment that fosters responsible citizenship,
Model and develop respect for diversity while recognizing commonality.
Focus on the individual has been important as our school community evolves. EACH CHILD has the opportunity to be successful; to receive the “personal touch” from our staff, to travel the avenue to success.
This “personal touch” begins anew each morning. The campus buzzes to life as students arrive. Children are greeted by staff members at crosswalks, bus zones, and around the campus. Parents are everywhere; walking groups of children to school, calling greetings, lending a hand. Our student body is large, yet all faces receive the recognition they deserve.
By first bell, everyone is in his or her seat, smiling and ready – learning happens all day long! Each day spins a web of activity, weaving curriculum with social skills and fun. Final bell rings too soon. As staff members see students safely through the crosswalks, everyone is already looking forward to tomorrow!
Foulks Ranch Elementary has maintained a history of high achievement since it opened in 1988. A gifted staff and unprecedented parent participation have enabled our growth to soar over the last 3 years. This success comes from meeting each child where he “arrives,” then taking him as far as he can go. Despite sharp reductions to budgets and resources, students receive a wide spectrum of support that keeps their progress well above State expectations. Staff teams up - at grade levels, across grades, and with resource teachers and specialists to plan programs for each student. From early intervention to acceleration, students are treated with the highest optimism. Foulks Ranch provides students with a positive environment, a safe place to take academic risks.
No child is left behind, and teachers work early, late, through recess and lunch to go that extra mile. Mentor and character education programs help children discover the tools necessary to live a compassionate and productive life far beyond the school gates. Teachers cooperate to create a seamless curriculum that is articulated throughout each grade level. Individual classrooms are not islands, rather part of a schoolwide sea of activity that buoys our children to the top.
Foulks Ranch is a child-centered environment with high expectations for success. We focus on standards, research-based techniques, and boundless energy to get the job done. Our energy flows directly to our students. We work cooperatively to create a place for our children to learn. As our school songclaims – “reading, writing, doing math and science… you just can’t hide your Foulks Ranch Pride!”
PART IV – INDICATORS OF ACADEMIC SUCCESS
- ASSESSMENT RESULTS
In 1997, the State of California authorized the Standardized Testing and Reporting (STAR) program. Each spring, students at Foulks Ranch and throughout California participate in STAR. This program was first delivered to Foulks Ranch students in 1998 via the Stanford 9 (SAT/9). This test was a nationally norm-referenced multiple choice achievement test. The California Achievement Test, Sixth Edition (CAT/6), replaced the SAT/9 in 2003. Students in grades 2 - 11 are tested in reading, language (written expression) and mathematics. Students in grades 2 - 8 are also tested in spelling.
The State initiated additional language arts and mathematics evaluations in 1999. Now known as the California Standards Test (CST), the program includes writing assessments for grades 4 and 7. The CST measures each student’s grade-level skills and knowledge as required by the California Academic Content Standards. The SAT/9 (used from 1998-2002) and the CAT/6 (used beginning in 2003) measures the achievement of each student compared to a national sample of students tested in the same grade at the same time of the school year.
Another component of the STAR program is the Academic Performance Index (API). The API measures both the academic performance and the ongoing growth of our schools. It is a numeric index that ranges from a low of 200 to a high of 1000. The statewide API target for all schools is 800.
Foulks Ranch students have continued to improve our STAR performance. In 1999, our scores created an API of 780. While this fell on the higher end of the State spectrum, we earned a similar schools rank of “4”. With our work cut out for us, the staff began analyzing the test data and implemented strategies that have lead to our success. By 2002, our similar schools rank rose to an “8.” Although California schools scoring over 800 are expected to merely to maintain this level of performance, Foulks Ranch soared 23 points to an API of 878 during the last school year as we eagerly await our similar schools rank for this school year. While our API offers an impressive “whole school” picture, the performance of our individual students is inspirational. Students often experience large jumps in their scores as a result of their learning plans. Students, particularly those new to the school, see test scores jump from Far Below Basic range to Basic and Proficient levels.
The API represents the overall picture of the school, but the actual results of the STAR program are equally impressive. State scores for the nationally-normed section of the STAR program using the CAT/6 for 2nd – 6th grade students above the 50% on the test in reading average 40%, while students at Foulks Ranch score 72%. In math, 79% of students scored above the 50% level at Foulks Ranch, while the average in the State was 51%.
The STAR program has shifted its emphasis for the API from the nationally normed test to more weight given to the California Standards Test (CST) in recent years. Our goal at Foulks Ranch is to ensure that all children are scoring in the proficient to advanced ranges. In 2003, 71% of our students reached this level compared to 36% in the State in Reading/Language Arts. Similarly, 72% of our students reached this level in Math, while 42% of the students in the State reached the same level.
Students of all backgrounds stand an equal chance of succeeding on STAR, especially when they are able to experience the “individualized” approach to learning for their elementary years. Based on all our testing results provided in the attachments, students at Foulks Ranch are delivered a consistent education that exceeds the standards set by our State. The students continue to show progress in all areas and we expect the same results in the years to come.
- USING ASSESSMENT DATA
Foulks Ranch utilizes a comprehensive, tri-level assessment plan to monitor the progress of our students in Reading/Language Arts and Math. Since our school is a year round school with a short break in between school years, we use assessment data from the end of one school year to pass on to next year’s teacher even before the last day of school. Within the first two weeks of the new school year, classroom teachers assess any new students and begin analyzing data from our site assessment plan. The site plan contains comprehensive pre-assessments for Reading and Math. From there, teachers, administrators, and Support Team analyze the assessments in our Co-Op Process.
Phase Two of our plan utilizes STAR assessment results once we receive them to further identify curricular and student needs. Staff members participate in all school and grade level meetings to begin a group analysis of our results by school and by grade. We compare STAR results to the results of classroom pre-assessments, and set out to create action plans and goals for identified areas. The Elk Grove Unified School District has created the Curriculum Standards Review Exam (CSRE), which has been aligned to State standards in both Reading/Language Arts and Math. Teachers use individual and class profiles to compare the results and align them to the first two components. The end result is a standards-aligned prescriptive plan for each child that is updated and reviewed regularly.
In addition to individual student plans, the teachers set personal class goals, grade level goals, and school goals based on the outcome of our assessment plan. STAR and CSRE data is compared to classroom data to define our strengths and weaknesses. The grade and school goals become the focus of staff development for the year as well as the topics for grade level and cross grade level meetings.
- COMMUNICATING STUDENT PERFORMANCE
Close partnership among staff, students and parents provides many avenues for communication. E-mail, phone calls, conferences, and grade reports fly back and forth. Upper-grade students lead parent-teacher conferences, allowing each child to take responsibility for success at an early age. Some teachers post grades and assignments on-line, allowing parents and students to access daily lessons over the Internet. The local newspapers are a great resource for Foulks Ranch families, publishing articles and program results with our community.
Parents receive comprehensive information through a monthly letter mailed to each family. Our comprehensive EGUSD and school web sites include links that enable parents to examine and compare test results and other data by school, district, and state.
Parents are welcomed to Back to School Night with a group meeting sharing our school’s goals for the year. At Open House our principal delivers the annual “State of the School” address. Wonderful opportunities to share our successes, these events are also key in soliciting parent support. Our active PTA and School Site Councils discuss student performance and support at each meeting. The PTA provides daily agendas to students in First-Sixth grade, which are completed at school and shared at home each night. This offers even the busiest parent the opportunity to participate in every school day.
Throughout the school year, teachers and students prioritize and set individual goals. Prior to our State STAR test in the Spring, each child in First-Sixth grade meet with the principal, vice principal, support team and District office officials to discuss their “STAR GOAL.” Students write their goal on a star and are rewarded for accomplishing their goal. Students learn that, like a star, goals are made up of many points. These points can include study habits, focusing and checking work, slowing down and re-reading directions prior to choosing answers.